Copyright ©2007 Brooks/Cole, a division of Thomson Learning Chapter 4 Questions: Opening Communication

Copyright ©2007 Brooks/Cole, a division of Thomson Learning Questioning - Skill Function Open and close client talk. Bring out additional specifics. Assess client / situation, effectively. Guide (control) the client / interview.

Copyright ©2007 Brooks/Cole, a division of Thomson Learning Value of Questions Systematic framework for directing the interview. Open new areas for discussion. Pinpoint and clarify issues. Aid in self-exploration.

Copyright ©2007 Brooks/Cole, a division of Thomson Learning Questions – Two Kinds Open Closed What, How, Why, or Could? Who, When, Where, Is, Are, or Do? Go to page 95 and answer the two questions

Copyright ©2007 Brooks/Cole, a division of Thomson Learning Begin an interview. Open new topics and pinpoint / clarify details. Identify specifics. Assist with client / situation assessment. Open Questions

Copyright ©2007 Brooks/Cole, a division of Thomson Learning Focus the interview Reveal specific details. Close down client talk. Increase interviewer control. Closed Questions

Copyright ©2007 Brooks/Cole, a division of Thomson Learning 1.Begin the interview. 2.Elaborate and enrich. 3.Bring out concrete specifics. 4.Critical in assessment. 5.First words may predict outcomes. 6.Potential problems with questions. 7.Can promote cross-cultural distrust. 8.Aid in positive-asset / wellness search. Eight Questioning Issues

Copyright ©2007 Brooks/Cole, a division of Thomson Learning 1. Begin the Interview What would you like to talk about today? How have things been since we talked last? Last time we talked about_____; how did it go this week? Verbal clients, comfortable relationships, and open questions facilitate free discussion.

Copyright ©2007 Brooks/Cole, a division of Thomson Learning 1. Begin the Interview The weather A current event A positive aspect from last session. Nontalkative clients may require a less direct approach. For example focus on:

Copyright ©2007 Brooks/Cole, a division of Thomson Learning 2. Elaborate and Enrich Could you tell me more about that? How did you feel when that happened? What would be your ideal solution? What might we have missed so far? What else comes to your mind? An open question about the client’s earlier topic may restart an interview and keep it going.

Copyright ©2007 Brooks/Cole, a division of Thomson Learning 2. Elaborate and Enrich Could you tell me more about that? How did you feel when that happened? What would be your ideal solution? What might we have missed so far? What else comes to your mind? An open question about the client’s earlier topic may restart an interview and keep it going.

Copyright ©2007 Brooks/Cole, a division of Thomson Learning 3. Bring Out Concrete Specifics Could you give me a specific example? What specifically brings out your anger? What do you mean by “makes me so mad?” Could you specify what you do before and after _____? Specific details bring out data for action.

Copyright ©2007 Brooks/Cole, a division of Thomson Learning 4. Critical in Assessment Who What When For general problem diagnosis, the newspaper model proves useful. Where How Why ?

Copyright ©2007 Brooks/Cole, a division of Thomson Learning 4. Critical in Assessment ? WHO ? Who is the client? Who else may be involved?

Copyright ©2007 Brooks/Cole, a division of Thomson Learning 4. Critical in Assessment ? WHAT ? What is the client’s personal background? What is the client’s problem? What is happening? What are the specific details of the situation?

Copyright ©2007 Brooks/Cole, a division of Thomson Learning 4. Critical in Assessment ? WHAT ELSE ? Encourages openness Brings out remaining detail

Copyright ©2007 Brooks/Cole, a division of Thomson Learning 4. Critical in Assessment ? WHEN ? When does the problem occur? When did it begin? What immediately preceded the occurrence of the problem?

Copyright ©2007 Brooks/Cole, a division of Thomson Learning 4. Critical in Assessment ? WHERE ? Where does the problem occur? In what environments, situations, and conditions does the problem occur?

Copyright ©2007 Brooks/Cole, a division of Thomson Learning 4. Critical in Assessment ? HOW ? How does the client react to a challenge? How does the client feel about _____?

Copyright ©2007 Brooks/Cole, a division of Thomson Learning 4. Critical in Assessment ? WHY ? Why does the problem occur? For what reasons does the problem occur?

Copyright ©2007 Brooks/Cole, a division of Thomson Learning 5. First Words Predict Outcomes Facts and information Process and/or feelings Reasons General framing or summary ? WHAT? HOW? WHY? COULD? Elicits:

Copyright ©2007 Brooks/Cole, a division of Thomson Learning 6. Potential Problems Honor cultural differences. Excessive use – “Rapidfire” questions may feel like grilling. Questions as statements may lead the client. “Why” questions may recall guilt and anger. Gives control to the interviewer. Takes the focus off the client.

Copyright ©2007 Brooks/Cole, a division of Thomson Learning 7. Can Promote Cross-Cultural Distrust Some cultures consider questioning rude. Questions from culturally different interviewers may be considered particularly rude. Too many questions, too quickly may promote distrust. Questions used insensitively can destroy trust.

Copyright ©2007 Brooks/Cole, a division of Thomson Learning 8. Aid Search for Positive Asset Search Personal strength inventory Cultural / gender / family strength inventory Positive exceptions to the concern. Feedback coupled with positive questions. Could you tell me about a success you have had in the past? Can you recall a friend or family member you see as a hero? When is the problem or concern absent or a little less difficult? What else could we include as a positive asset?

Copyright ©2007 Brooks/Cole, a division of Thomson Learning the general picture of the situation, key facts, emotions, and reasons. Questioning Less Verbal Clients Ultimate goal is to draw out

Copyright ©2007 Brooks/Cole, a division of Thomson Learning Build trust at the client’s pace. Accept some randomness. Search for concrete specifics. Seek short-concrete answers. Use questioning and other listening skills. Questions with Less Verbal Clients

Copyright ©2007 Brooks/Cole, a division of Thomson Learning Identification and Classification Identify and classify open and closed questions. Accurately discuss diversity in relation to questioning. Write predictable open and closed questions.

Copyright ©2007 Brooks/Cole, a division of Thomson Learning Basic Competence Ask open and closed questions in role-play setting. Obtain longer answers to open questions. Obtain shorter answers to closed questions.

Copyright ©2007 Brooks/Cole, a division of Thomson Learning Intentional Competence Use closed questions effectively. Use open questions for client elaboration. Use could, what, how, why questions with predictable results. Bring client concrete information and specifics. Assess with newspaper model who, what, where, when, why, how.

Copyright ©2007 Brooks/Cole, a division of Thomson Learning Teaching Competence To break through client self- absorption. Practice questioning in role-play. Individually or in small groups. Teach questioning skills